GlobalSkillsCC

By Arthur Applebee, The Atlantic, Sept 27 2012. Published as part of a debate, "Why American Students Can't Write," Applebee argues that students must be asked to write more (throughout their K-12 education) and on rich topics.

RA (coach) sent the link to this article, with an interest in the "evolving purpose of composition classes." She links GSCC work to this article, especially the professional learning community.

By John N. Gardner and Betsy O Barefoot; 10th edition published by Bedford/St. Martin's, 2012.

ME asked about teaching the concept of Emotional Intelligence (EI) and BT recommended this book. She used Chapter 3, in particular.

Video on TED.com, filmed March 2011; posted March 2011. Salman Kahn talks about starting up Khan Academy, and its goal of offering short videos of exercises. He suggests that teachers consider flipping the classroom: give students video lectures to watch at home and do the exercises in class with the teacher there to help.

TM recommended this video as background on the idea of "flipped classroom."

Subtitle: Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. Prepared by The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families and Society for Human Resource Management, 2006.

TM uses this report in her class to stress the importance of writing in the work world.

A Frontline (PBS) documentary "investigating how Wall Street and a new breed of for-profit universities are transforming the way we think about college in America...."

Gail posted about College, Inc. after hearing from one of the faculty who was using the video in his class. Part of the documentary was filmed at LaGuardia and Gail appears in the video.

Created by Billy Collins (former Poet Laureate of the US) and hosted by the Library of Congress.

RA (coach) shared this site as a poetry resource.

By Tom Wayman, originally published in Did I Miss Anything? Selected Poems 1973-1993, 1993, Harbour Publishing. Here, posted on the website Poetry 180.

RA (coach) shared this as a way to set the stage with new students at the beginning of the semester.

From the Introduction, "Mathgrapher is a mathematical graphing tool for 2D and 3D functions and data. It includes linear and nonlinear curve fitting, integration and analysis of coupled ordinary differential equations (ODE's) and multi-dimensional iterative maps, matrix operations, Lindenmayer systems and some cellular automata." Though the site indicates that the MathGrapher hasn't been updated since 2007, the site was recently given a positive review by University of Wisconsin's Internet Scout Report.

By Alison Byerly in Inside Higher Ed, October 29 2012. Essay compares MOOCs to traditional education exchanges, looking at the role of "teachers" and "students" in each; also considering the difference in how "course "is defined in a MOOC vs. a traditional class. Byerly's point is that traditional experiences provide an agreement between teacher and student that the teacher's reach goes beyond the classroom (or screen) and that teachers model pedagogic behaviors, as well as providing academic advice, writing references, providing access to support, etc. This holds true whether a f2f lecture or online. The MOOC model is more like a broadcast, where such supports *can* be included but, as a rule, are not.

Created by the Washington State Board for Community & Technical Colleges, 2008. According to the History page, "The Transition Mathematics Project (TMP) is designed to reverse this trend by helping students successfully progress from high school math to college-level math. With the participation of high school and college math educators, TMP has identified the math skills and knowledge high school graduates need to complete college-level work...."

Posted by Shelley Wright, on the website Powerful Learning Practice: Professional Development for 21st Century Educators, Oct 8 2012. In this post, Wright describes how she no longer adheres to the model of the "flipped"classroom because she has learned to fully use student-centered and project-based learning models. She carefully describes the differences between the two, as well as giving an overview of how -- at semester's end -- her chemistry students learned 10 new concepts in 8 weeks.

Created by Colorado State University, this page offers a variety of resources for writing teachers.

By Benjamin Wardhaugh in Loci: Convergence, the online publication of the Mathematical Sciences Digital Library, Aug 2012. This article (with photographs) looks at two geometry "copybooks" created in the 1700s. The author provides detailed analysis of the math that each student is doing, as well as some biographical information about the students.

Fun article!

A PDF posted on the University of Oregon's Teaching Effectiveness Program website (and numerous other sites as well), this PDF lists 50 assessment techniques from Angelo & Cross.

This guide is a resource shared with GSCC 2.0 faculty.

Posted by the Center for Teaching & Learning, UNC Charlotte. Distilled from Classroom Assessment Techniques by Angelo & Cross, this is brief includes 10 categories with description. Also available as a PDF (link on this page).

By Thomas A. Angelo and K. Patricia Cross, San Francisco: Jossey-Bass Publishers, 1993.

CAT technique used from this resource: Double Entry Journals

TM cites Angelo & Cross as she discusses assessment techniques that she had used. Several other cites which I will also bookmark here.

Created by Ann Carlson of Western Washington University and posted on the Center for Instructional Innovation & Assessment, Western Washington University, January 2010. In this short video (5 mins), Carlson outlines the "muddiest point" assessment technique, as well as some background on how and why instructors might use this technique.

This guide, prepared by Lawrence McEnerney and Joseph M. Williams of the University of Chicago, aims to help students understand what college writing is (or should be). It's easy-to-read tone guides students through the writing process, from understanding what an argument is, to some suggestions about when (and how) to seek out a writing tutor.

Patrick Bahls in The WAC Journal, Vol 20, Nov 2009. Bahls, a professor at UNC-Asheville, writes of the success he's had with a poetry assignment for his pre-calc and calculus students. He cites that much of one's success with math (especially advanced math) comes from confidence and finds the "language" of math to be both cumbersome and outdated for most students. The examples of student poetry (and their reactions to the assignment) are also provided as evidence.

This is a really interesting article, and the poetry is both thoughtful and creative. I wonder what both math and writing faculty think of this idea. Has anyone tried something similar in their classrooms? Great cites (and nice poem) on math anxiety. -- Stephanie

A website from Ohio State University that offers workshops in digital storytelling. Click "stories" tab to watch some examples.

Has anyone used digital storytelling in the classroom? Might it be a way for instructors to tell important (academic) stories about themselves? Or an interesting assignment for tech savvy students?